Undergraduate Thesis Autism

Undergraduate Thesis Autism-87
Gwenaëlle Philibert-Lignières is a doctoral student in the School/Applied Child Psychology at Mc Gill University.

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She was the recipient of the 2016 Canadian Institutes of Health Research (CIHR) Master's bursary.

Hadas is a doctoral student in the School/Applied Child Psychology Program at Mc Gill University.

At 36-months all HR children were classified into one of three outcome groups: high risk children who received no diagnosis (HR-ND), high risk children who had a language delay but not ASD (HR-LD), and HR children who went on to receive a diagnosis of ASD (HR-ASD).

Parent use of object labels in interaction were compared across these outcome groups, additionally, use of labels within different engagement states was compared across outcome groups.

Ultimately, she hopes to develop and utilize unique and innovative strategies to improve our understanding of cognition and emotion as implicated in ASD and other neurodevelopmental disorders, in order to appropriately apply and disseminate research findings toward improving therapeutic practice.

She is supported by a Joseph-Armand Bombardier CGS Doctoral Scholarship and a Graduate Research Grant from the Organization for Autism Research.Despite evidence that these deficits are present among HR children, few studies have examined how object labels and others aspects of input may vary within different joint engagement (JE) contexts.The present study aimed to fill these gaps by observing and recording naturalistic parent-child interaction at 18-months in the home.The current study presents a characterization of parent object labels to children at high risk (HR) for Autism Spectrum Disorder (ASD).Parent object labeling has been well-studied in typical development and has begun to be characterized among children with ASD, however, no studies have examined how parents use object labels in interaction with HR children (i.e. Children with ASD show deficits in social communication and interaction, therefore, the social aspects of interactions are thought to be at the root of differences in language and communicative development among these children.Differences in parents’ use of object labels were only present when examined within individual joint engagement states.Within included joint engagement contexts, parents of HR children prompted children to produce fewer labels, used shorter and simpler utterances with labels, and used fewer diverse label types and tokens.Additionally, only the position of labels within sentences were significantly related to toddler language, however, higher rates of simpler sentences predicted poorer toddler language outcomes. Tania is a doctoral student in the School/Applied Child Psychology program at Mc Gill University.During her undergraduate, Gwenaëlle was a research assistant at the Hospital for Sick Kids in Toronto where she contributed to the Canadian Pediatric Demyelinating Disease study.She also worked as a language skills tutor, teaching assistant, and instructor at the Learning Disability Services at York University. Eve-Marie Quintin (Behaviour, Autism, and Neuro Development Research Group).


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